Proses Berpikir Kreatif Siswa Tipe Sekuensial Abstrak dan Acak Abstrak pada Pemecahan Masalah Biologi

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Herlina Herlina ◽  
Aprizal Lukman ◽  
Maison Maison
Keyword(s):  
High School ◽  
Problem Solving ◽  
Creative Thinking ◽  
The Self ◽  
Self Confidence ◽  
Frame Work ◽  
Problem Solving Strategies ◽  
Last Stage ◽  
Biological Problem ◽  
Thinking Process

The aim of the research is to describe the creative thinking process of abstract sequential and abstract random type-students in solving biological problem. The research conducted on two subjects that had differences in the type of the thinking that is abstract sequential type-student (STBSA) and abstract random type-student (STBAA) at Attaufiq Senior High School Jambi city. The data were selected according to the purpose of research. The data was collected by interviewing and modified think  aloud method. Data was analyzed by process of creative thinking frame work based on Polya’s problem solving steps. The over all results of the study concluded that the process of STBSA’s creative thinking conducted sequentially from the first stage to the last stage. The data which obtained according to problem-solving strategies and the steps in solving problems. The indicators of creativity are notified in the form of fluency, flexibility, originality, and the detail of biological solving  problems. While STBAA, the steps of creative thinking process is done randomly and not sequentially. The results of the problem solving which conducted is not be conviced because STBAA used more insight, imagination and logic. Then, in terms of creativity, the flexibility of STBAA is not appropriate to the indicator to solve problems because only applying one method of complishment, doesn’t have capability to produce a variety of ideas to implement the problem solving and not able to present a concept in different ways during biological problems solving. STBSA precisely solves the problem exactly, because it believes in the results of the thinking, as well as maintaining the criticality in the process of biological solving problems. While STBAA is less precise in solving problems due to the less of the self-confidence, less critical and contented easily in the process of solving biological problems.

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

Proses Berpikir Kreatif Siswa Tipe Linguistik dalamPemecahan Masalah Biologi

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Imelda Aisah Sarip ◽  
Kamid Kamid ◽  
Bambang Hariyadi
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Creative Thinking ◽  
Research Data ◽  
Think Aloud ◽  
The Subject ◽  
Thinking Process ◽  
Problem Solving Process ◽  
The Given

The aim of this research is to describe creative thinking process of linguistic type student in biology problem solving. This research is conducted to linguistic intelligence type of subject at SMPN 6 Kota Jambi. SL the subject was selected based on the aim of the research. Data collection is conducted by interview and a modified think aloud method. Data is analyzed based on creative thinking process purposed by Polya.The result of this research shows that SL could find and arrange the given problems and collect data correctly and appropriately. The problem solving steps is done systematically to the end of problem solving process. The last steps problem solving, SL does checking while doing scratching to make sure that the written answers meet her need.

scholarly journals Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Procedural Knowledge ◽  
Mental Image ◽  
Research Subjects ◽  
Maximum Score ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Thinking Process ◽  
Problem Solvers ◽  
Holistic Rubric

Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.

Keupayaan Dan Sikap Dalam Menyelesaikan Masalah Matematik Bukan Rutin

2012 ◽  
Author(s):  
Syed Abdul Hakim Syed Zainuddin ◽  
Mohini Mohamed
Keyword(s):  
Problem Solving ◽  
Key Words ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Cluster Sampling ◽  
Planning Problem ◽  
Student Opinion ◽  
Self Confidence ◽  
Problem Solving Strategies ◽  
Problem Solving Process

Kajian ini bertujuan untuk menentukan keupayaan menyelesaikan masalah matematik bukan rutin di kalangan pelajar tingkatan dua di beberapa buah sekolah sekitar daerah Johor Bahru. Ia difokuskan kepada keupayaan pelajar dalam proses menyelesaikan masalah yang merangkumi: proses memahami masalah, merancang strategi penyelesaian, melaksanakan strategi dan akhir sekali menyemak serta menilai jawapan. Kajian ini merupakan kajian tinjauan. Persampelan adalah secara persampelan kelompok. Sampel kajian adalah terdiri daripada 70 orang pelajar tingkatan dua. Tiga alat kajian digunakan, iaitu ujian penyelesaian masalah matematik bukan rutin, soal selidik berkaitan sikap terhadap penyelesaian masalah dan temu bual berstruktur. Tiga kategori yang dinilai dalam inventori sikap adalah kesanggupan dalam aktiviti menyelesaikan masalah, ketabahan ketika menyelesaikan masalah dan keyakinan diri dalam menyelesaikan masalah. Dapatan menunjukkan bahawa pelajar tingkatan dua mempunyai kemahiran memahami masalah pada tahap tinggi tetapi mempunyai kemahiran merancang strategi dan menulis jawapan pada tahap yang sangat lemah. Manakala bagi kemahiran melaksana strategi, pelajar tingkatan dua ini berada pada tahap yang sederhana dalam menyelesaikan masalah matematik bukan rutin. Dari segi sikap terhadap penyelesaian masalah, pelajar tingkatan dua mempunyai tahap sikap yang tinggi dalam kesanggupan dan ketabahan tetapi mempunyai tahap sikap yang sederhana dalam keyakinan. Temu bual pula mendapati terdapat perbezaan pandangan dan pola penyelesaian antara pelajar yang mendapat skor terendah dan pelajar yang mendapat skor tertinggi ketika menjawab soalan matematik bukan rutin. Kata kunci: Masalah matematik bukan rutin; proses menyelesaikan masalah; kesanggupan; ketabahan; keyakinan diri This study was designed to identify student’s ability in solving non–routine mathematical problem among form two students from schools in the district of Johor Bahru. Its focus is on student’s ability on problem solving process that is: to understand the problem, to plan the problem solving strategies, to carry out the strategies, and lastly to review the answers as well as the overall solution. This study was a form of survey with a cluster sampling. A total of 70 form two students were chosen as research sample. Three instruments were used: non–routine problem solving test, a questionnaires about problem solving attitudes and a structured interview. Three categories on attitudes inventory evaluated were willingness, perseverance and self–confidence on problem solving activity. The findings of the study showed that form two students were skilled in the understanding of the problem but have low skills in planning problem solving strategies and in reviewing the answers. These students have moderate skills to carry out the strategies in solving non-routine mathematical problem. Results of attitude on problem solving showed that form two students have high scores for attitudes on willingness and perseverance but average scores for attitude on confidence. The interview also showed student opinion varied and there is a marked difference in patterns of solving problems across students with lowest scores and highest scores. Key words: Non–routine mathematical problem; problem solving process; willingness; perseverance; self–confidence

scholarly journals Kegiatan Mengenal Diri Pada Remaja di Panti Asuhan

2021 ◽  
Vol 3 (2) ◽  
pp. 230
Author(s):  
Navi Agustina Mas'udi ◽  
Ajeng Aisyah
Keyword(s):  
High School ◽  
Elementary School ◽  
Senior High School ◽  
The Self ◽  
Educational Game ◽  
Self Confidence ◽  
Self Knowledge ◽  
Sports Skills

Masalah yang terjadi pada remaja  panti asuhan adalah kurangnya rasa percaya diri . Tujuan Kegiatan mengenal diri ini adalah untuk meningkatkan rasa percaya diri remaja di panti asuhan. Kegiatan mengenal diri dilakukan dalam 3 sesi yaitu ceramah, games/permainan dan diskusi. Sasaran Kegiatan ini adalah 20 Remaja berusia sekolah dasar sampai Sekolah menengah atas yang tinggal di Panti Asuhan Aisyiyah dan 6 remaja di Panti Asuhan Muhammadiyah. Dari pengamatan ketika acara berlangsung, peserta sangat antusias mengikuti Kegiatan mengenal diri terutama ketika dilakukan dengan metode permainan /games. Dari Kegiatan  ini seluruh  peserta menyukai pemberian materi dengan permainan, karena terjalin komunikasi dan keakraban. Dari hasil Permainan Edukatif terungkap   100% peserta mengungkapan kelebihan  diri dalam aspek psikomotorik seperti kepandaian  menyanyi dan olahraga, 60% pada aspek kognitif  seperti suka membaca dan mudah menghafal pelajaran dan 40% pada aspek afeksi  yaitu ramah, suka menolong dan peduli pada teman. Evaluasi dilakukan setelah 3 pekan. Dari hasil Evaluasi menggunakan kuisioner, 85% peserta menjawab semakin memahami makna percaya diri dan 100%   peserta memahami bagaimana menumbuhkan rasa percaya diri dengan bersyukur dan terus menggali potensi yang mereka miliki. The problem that occurs in orphanages is a lack of self-confidence. The purpose of this self-knowledge activity is to increase the self-confidence of teenagers in the orphanage. Self-knowledge activities are carried out in 3 sessions, namely lectures, games, and discussions. The target of this activity is 20 teenagers from elementary school to senior high school who live in the Aisyiyah Orphanage and 6 teenagers at the Muhammadiyah Orphanage. From observations when the event took place, participants were very enthusiastic about participating in self-knowledge activities, especially when carried out with the game method. From this activity, all participants liked providing material with games, because communication and intimacy were established. From the results of the Educational Game, it was revealed that 100% of participants expressed their strengths in psychomotor aspects such as singing and sports skills, 60% on cognitive aspects such as reading and memorizing lessons easily and 40% on affective aspects, namely friendly, helpful, and caring for friends. Evaluation was carried out after 3 weeks. From the results of the evaluation using a questionnaire, 85% of participants answered that they understood the meaning of self-confidence more and 100% of participants understood how to grow self-confidence by being grateful and continuing to explore their potential.

Teamwork Assessment and Self/Peer Evaluation in Higher Education

2015 ◽  
pp. 1731-1747
Author(s):  
Tomayess Issa
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Time Management ◽  
Cultural Awareness ◽  
Creative Thinking ◽  
Technology Literacy ◽  
Peer Evaluation ◽  
Management Problem ◽  
Self Confidence ◽  
Challenges And Opportunities

This chapter examines the challenges and opportunities associated with fostering students' learning skills through teamwork assessment and self/peer evaluation in the Business Technology 2 (BT2) undergraduate unit at an Australian university. This assessment will encourage students to promote skills in teamwork, communication (writing, interpersonal interaction and cultural awareness, and presenting), critical and creative thinking (problem-solving and solving and decision-making), Information Technology literacy, and information literacy, and is intended to increase their self-confidence in both their studies and in the future workforce. This chapter provides empirical evidence from 267 students, based on quantitative and qualitative data derived from two sources. The first consists of anonymous informal feedback collected during the semester, while the second (formal) source of students' evaluations and attitudes towards the BT2 unit and teaching is “eVALUate.” The students indicate that they are satisfied with this form of assessment as it assists them to develop specific skills and understandings, including time management, problem solving, decision-making, cultural awareness, oral presentation, communication, and meeting a deadline.

Teamwork Assessment and Self/Peer Evaluation in Higher Education

2016 ◽  
pp. 1713-1729
Author(s):  
Tomayess Issa
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Time Management ◽  
Cultural Awareness ◽  
Creative Thinking ◽  
Technology Literacy ◽  
Peer Evaluation ◽  
Management Problem ◽  
Self Confidence ◽  
Challenges And Opportunities

This chapter examines the challenges and opportunities associated with fostering students' learning skills through teamwork assessment and self/peer evaluation in the Business Technology 2 (BT2) undergraduate unit at an Australian university. This assessment will encourage students to promote skills in teamwork, communication (writing, interpersonal interaction and cultural awareness, and presenting), critical and creative thinking (problem-solving and solving and decision-making), Information Technology literacy, and information literacy, and is intended to increase their self-confidence in both their studies and in the future workforce. This chapter provides empirical evidence from 267 students, based on quantitative and qualitative data derived from two sources. The first consists of anonymous informal feedback collected during the semester, while the second (formal) source of students' evaluations and attitudes towards the BT2 unit and teaching is “eVALUate.” The students indicate that they are satisfied with this form of assessment as it assists them to develop specific skills and understandings, including time management, problem solving, decision-making, cultural awareness, oral presentation, communication, and meeting a deadline.

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